Clarifying Objective​
: AH1.5.1 Summarize how the philosophical, ideological, and/or religious views on freedom and equality contributed
to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening,
Declaration of Independence, suffrage, abolition, ‘slavery as a peculiar institution’, etc.).
Tagged​
: B2 (Understand Conceptual Knowledge)
In Preparation:​
Set up three learning stations. Place a primary source analysis worksheet at each station
(​
http://www.archives.gov/education/lessons/worksheets/​
).
What Teacher Will Do
What Student Will Do
1. Write the following questions on the board. “Who are what has
been a significant influence in your life? What was it that made
you so impacted by them or it?”
2. Ask for volunteers to share their answers.
1. Answer the questions in
their Social Studies
Journal.
3. Project the following image and ask students to interpret what the
image represents.
2. Share their answers with
the class.
3. Comment on the meaning
of the image
4. Discuss the meaning of
Federalism in pairs and
record their definitions in
their individual
notebooks.
4. Tell students to form shoulder buddies and pose the question,
“What is Federalism?”
5. Rotate students through the following stations:
A. The Declaration of independence
http://www.archives.gov/exhibits/charters/declaration_transcript.
html
B. “Give Me Liberty or Give me Death” by Patrick Henry
http://avalon.law.yale.edu/18th_century/patrick.asp
C. Join or Die
5. Spend about 15 minutes
at each station.
6. Work together to answer
the following question for
their exit ticket: What
evidence did you find
during the analysis of
What Student Should Learn
How, why, and to what extent
European enlightened
philosophers influenced the
decisions made by the
founding fathers and the
impact of these philosophies
on the creation and
development of the U. S.
http://www.loc.gov/pictures/item/2002695523/
6. Tell students to reconvene with their shoulder buddy. Based on
their work in the three stations, they should revised their
definition of Federalism.
7. Distribute copies of the following statement taken from James
Madison’s Federalist Paper #51 which was written in 1788.
“In the compound republic of America the power surrendered by the
people is first divided between two distinct governments, and the
portion allotted to each subdivided among distinct and separate
departments. Hence a double security arises to the rights of the
people. The different governments will each control each other; at the
same time that each will be controlled by itself.” ​
Tell students to read
the quotation and write a brief summary of the argument that
Madison makes.
these three primary
source documents that
you would discern as
having an influence on the
idea of Federalism?
7. Read the quotation and
write a summary of the
argument.